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Distance Learning Vocabulary Programs | Virtual Learning

Academic Words Assessment

Diagnostic Academic Language Assessments Grades 4-8

Teachers and parents who have read the Common Core Anchor Standards for Language know that explicit vocabulary instruction is key to reading ability, writing ability, and performance on standardized tests.

It is widely accepted among researchers that the difference in students’ vocabulary levels is a key factor in disparities in academic achievement (Baumann & Kameenui, 1991; Becker, 1977; Stanovich, 1986)

As cited in the Common Core State Standards Appendix A 

However, the average ELA teacher spends little instructional time on vocabulary development.

Vocabulary instruction has been neither frequent nor systematic in most schools (Biemiller, 2001; Durkin, 1978; Lesaux, Kieffer, Faller, & Kelley, 2010; Scott & Nagy, 1997).

As cited in the Common Core State Standards Appendix A 

Now, reading specialist freely admit that most of the Tier I (e.g. because) every day vocabulary acquisition derives from oral language and reading. The Tier III (e.g. polyglytone) domain-specific vocabulary is learned in the context of content classes. But the Tier II (analysis) vocabulary are the academic words which appear across the academic spectrum. It’s these Tier II words that the Common Core authors and reading specialists identify as the vocabulary that teachers and parents should introduce, practice, and reinforce.

Students will come across these Tier II words while reading science and social studies textbooks, for example, but most educators would agree that explicit and isolated instruction is certainly the most efficient means for students to learn academic vocabulary.

Now, it’s not just a bucket of Tier II words that students need to learn. Indeed, the authors of the Common Core State Standards emphasize a balanced approach to vocabulary development.

My grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits each include 56 worksheets (printable PDFs for in-class and digital fillable PDFs for distance/ virtual learning), along with vocabulary study guides, and biweekly unit tests (printable PDFs for in-class and Google forms for distance/virtual learning) to help your students collaboratively practice and master these Common Core Standards:

  • Multiple Meaning Words and Context Clues (L.4.a.)
  • Greek and Latin Word Parts (L.4.a.)
  • Language Resources (L.4.c.d.)
  • Figures of Speech (L.5.a.)
  • Word Relationships (L.5.b.)
  • Connotations (L.5.c.)
  • Academic Language Words (L.6.0)

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Here’s how your students will master these standards in the Vocabulary Worksheets:

Multiple Meaning Words

Students practice grade-level homonyms (same spelling and sound) in context clue sentences which show the different meanings and function (part of speech) for each word.

Greek and Latin Word Parts

Three criteria were applied to choose the grade-level prefixes, roots, and suffixes:

1. Frequency research 2. Utility for grade-level Tier 2 words 3. Pairing

Each odd-numbered vocabulary worksheet pairs a Greek or Latin prefix-root or root-suffix combination to enhance memorization and to demonstrate utility of the Greek and Latin word parts. For example, pre (before) is paired with view (to see). Students use these combinations to make educated guesses about the meaning of the whole word. This word analysis is critical to teaching students how to problem-solve the meanings of unknown words.

The Diagnostic Greek and Latin Assessments (Google forms and sheets) for grades 4, 5, 6, 7, and 8 with accompanying Google sheets will serve as pre-tests and final exams. Additionally, each grade-level exam includes previous grade-level Greek and Latin word parts to enable teachers to individualize catch-up (remedial) instruction.

Language Resources

Students look up the Greek and Latin whole word in a dictionary (print or online) to compare and contrast their educated guesses to the denotative definition of the word. Students divide the vocabulary word into syl/la/bles, mark its primary áccent, list its part of speech, and write its primary definition.

Additionally, students write synonyms, antonyms, or inflected forms of the word, using either the dictionary or thesaurus (print or online). This activity helps students develop a more precise understanding of the word.

Figures of Speech

Students learn a variety of figures of speech (non-literal expression used by a certain group of people). The Standards assign specific types of figures of speech to each grade level. Students must interpret sentences which use the figures of speech on the biweekly unit tests.

Word Relationships

Students use context clue strategies to figure out the different meanings of homonyms in our Multiple Meaning Words section. In the Word Relationships section, students must apply context clues strategies to show the different meanings of word pairs. The program’s S.A.L.E. Context Clues Strategies will help students problem-solve the meanings of unknown words in their reading.

Students practice these context clue strategies by learning the categories of word relationships. For example, the vocabulary words, infection to diagnosis, indicate a problem to solution word relationship category.

Connotations: Shades of Meaning

Students learn two new grade-level vocabulary words which have similar denotative meanings, but different connotative meanings. From the provided definitions, students write these new words on a semantic spectrum to fit in with two similar words, which most of your students will already know. For example, the two new words, abundant and scarce would fit in with the already known words, plentiful and rare in this semantic order: abundant–plentiful–scarce–rare.

Academic Language

The Common Core authors state that Tier 2 words (academic vocabulary) should be the focus of vocabulary instruction. Many of these words will be discovered and learned implicitly or explicitly in the context of challenging reading, using appropriately leveled independent reading, such as grade-level class novels, and learning specific reading strategies, such as close reading with shorter, focused text.

The Academic Language section of the vocabulary worksheets provides two grade-level words from the research-based Academic Word List. Students use the Frayer model four square (definition, synonym, antonym, and example-characteristic-picture) method to learn these words. The Common Core authors and reading specialists (like me) refer to this process as learning vocabulary with depth of instruction.

The Diagnostic Academic Language Assessments (Google forms and sheets) for grades 4, 5, 6, 7, and 8 with accompanying Google sheets will serve as pre-tests and final exams. Additionally, each grade-level exam includes previous grade-level Tier II academic words to enable teachers to individualize catch-up (remedial) instruction.

Vocabulary Study Guides

Vocabulary study guides are provided for each of the weekly paired lessons for whole-class review, vocabulary games, and individual practice. Print back-to-back and have students fold to study

Vocabulary Tests

Bi-weekly Vocabulary Tests (printable PDFs and Google forms) assess both memorization and application. The first section of each test is simple matching. The second section of each test requires students to apply the vocabulary in the writing context. Answers follow.

Syllable Blending, Syllable Worksheets, and Derivatives Worksheets

Whole class syllable blending “openers” will help your students learn the rules of structural analysis, including proper pronunciation, syllable division, accent placement, and derivatives. Each “opener” includes a Syllable Worksheet and a Derivatives Worksheet for individual practice. Answers follow.

Context Clues Strategies

Students learn the FP’S BAG SALE approach to learning the meanings of unknown words through surrounding context clues. Context clue worksheets will help students master the SALE Context Clue Strategies.

Vocabulary Acquisition and Use Resources

Greek and Latin word parts lists, vocabulary review games, vocabulary steps, and semantic spectrums provide additional vocabulary instructional resources.

Students who complete each of the Common Core Vocabulary Toolkit Grades 4–8 grade-level programs will have practiced and learned much of the Academic Word Corpus and all of the skills of vocabulary acquisition. These students will have gained a comprehensive understanding of academic language and will be well-equipped to apply the skills of context clues strategies and structural analysis to read well and write with precision.

Grade 6 Common Core Vocabulary Toolkit

Common Core Vocabulary Toolkits Grades 4-8

Each of the Common Core Vocabulary Toolkit grade-level programs is a “slice” of the comprehensive Grammar, Usage, Mechanics, Spelling, and Vocabulary Grades 4–8 programs. Check out the comprehensive CCSS Grades 4−8 Vocabulary Scope and Sequence to see how these programs will help you coordinate seamless, Standards-based vocabulary instruction at your school.

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High School Teaching Grammar and Mechanics

Teaching Grammar and Mechanics (new 2019 edition) helps high school teachers significantly improve student writing and test scores through direct instruction and individualized practice. This comprehensive curriculum is aligned with the Common Core Anchor Standards for Language and the Progressive Skills Review (alignment documents included). Preview Teaching Grammar and Mechanics High School

INSTRUCTIONAL COMPONENTS

Direct Instruction: This program provides a full year of 64 no-prep and minimal correction Cornell Note lessons. Teach two 30-minute lessons per week. The teacher lesson pages include teaching tips and online resources, such as those from the Purdue Online Writing Lab (OWL). These rigorous, yet easy-to-teach lessons (perfect for both the grammatically-challenged and expert grammarian) feature these resources:

  • Interactive Instruction with Cornell Notes Read the lesson out loud and students copy the examples. Students have the full lesson text–no time-consuming copying–and may use comp books, spiral notebooks, or three-ring binders.
  • Practice Sentences Students complete these independently and self-correct/edit from the display.
  • Sentence Dictations Dictate brief formative assessments for each mechanics and grammar lesson focus. Students self-correct/edit from the display.
  • Simple Sentence Diagrams Students self-correct/edit from the display.
  • Mentor Texts with Writing Response Discuss how noted writers have used the grammatical component taught in the lesson. Students share their responses to the texts, including their own application of the grammar.
  • 3D Graphic Organizer Students color, cut, and paste for review and writing application… as used in interactive notebooks. Walk the room and check the formative assessments, re-teach if necessary, and monitor student work.

    High School Teaching Grammar and Mechanics

    Teaching Grammar and Mechanics High School

Biweekly Tests: Administer these brief 20-minute tests after completing four lessons. The tests require students to define, identify, and apply the grammar, usage, and mechanics content and skills with matching test items and sentence completions. Quick and easy to grade.

Diagnostic Grammar and Mechanics Assessments: Comprehensive whole-class diagnostic grammar, usage, and mechanics assessments provide the data to help teachers individualize instruction. A grammar and mechanics recording matrix makes assessment data entry simple and progress monitoring efficient.

Individualized Instruction: 77 targeted grammar, usage, and mechanics worksheets, corresponding to each skill tested in the diagnostic assessments. Each worksheet includes definitions, examples, writing hints, guided practice, and a brief formative assessment to help students learn the skills they did not master on the diagnostic assessments. Students self-correct/edit their answers and the teacher grades the brief formative assessment to determine whether students have mastered the content or skill.

No other grammar and mechanics curriculum matches the comprehensive resources of Teaching Grammar and Mechanics (High School). You can teach rigorous grade-level standards and also individualize instruction.

PREVIEW THIS PROGRAM

See what Teaching Grammar and Mechanics teachers are saying about this program: 

This is an amazing product. It makes individualized instruction a breeze!

Shawna Pounds

As a newer ELA teacher, this is an awesome product to have. It’s very thorough and easy to use!

slinehan46

Great resource for revisiting this skill set. The students are enjoying the variety of the handouts. I love the fact that I can access whether or not if I need to reteach these skills to my students.

Patience Scott

This is a great product for teaching grammar and mechanics. I like how it allows for students to achieve mastery. It has great step by step directions for teaching the skills as well as help on differentiating instruction. It seems overwhelming when you first look at it, but once you take “10 minutes” to figure it out, it’s awesome!

Laura P.

This has been very useful. It really helped me come up with a way to teach grammar effectively and in a time saving manner.

Misty K.

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Academic Word List

Not too many teachers would argue that vocabulary acquisition is unimportant.

It is widely accepted among researchers that the difference in students’ vocabulary levels is a key factor in disparities in academic achievement (Baumann & Kameenui, 1991; Becker, 1977; Stanovich, 1986)

As cited in the Common Core State Standards Appendix A 

However, the average ELA teacher spends little instructional time on vocabulary development.

Vocabulary instruction has been neither frequent nor systematic in most schools (Biemiller, 2001; Durkin, 1978; Lesaux, Kieffer, Faller, & Kelley, 2010; Scott & Nagy, 1997).

As cited in the Common Core State Standards Appendix A 

Vocabulary Instruction

Depth and Breadth

The Common Core authors and reading specialists advocate a two-fold approach to vocabulary instruction: 1. Explicit and multi-faceted vocabulary instruction and 2.  implicit vocabulary acquisition through independent reading and listening. Depth and breadth.

What does in-depth explicit vocabulary instruction look like?

The Common Core authors provide the most detailed vocabulary Standards in The Language Strand: Vocabulary Acquisition and Use (Standards 4, 5, and 6):

  1. Multiple Meaning Words and Context Clues (L.4.a.)
  2. Greek and Latin Word Parts (L.4.a.)
  3. Language Resources (L.4.c.d.)
  4. Figures of Speech (L.5.a.)
  5. Word Relationships (L.5.b.)
  6. Connotations (L.5.c.)
  7. Academic Language Words (L.6.0)

Most ELA and reading teachers are familiar with #s 1–6, but are confused about #7: Academic Language Words (L.6.0). By now, most teachers know that Academic Language Words are the Tier 2 words, which reading specialists and the Common Core authors tell us to teach because they are the most generalizable across all text genre. As a reminder, Tier 1 words are those used in everyday speech and Tier 3 words are domain-specific words used in content area instruction. However, what many teachers don’t know is that we have a research-based list of high frequency Tier 2 words.

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Dr. Averil Coxhead, senior lecturer at the Victoria University of Wellington School of Linguistics and Applied Language Studies developed and evaluated The Academic Word List (AWL) for her MA thesis. The list has 570 word families which were selected according to certain criteria:
  • The word families must occur in over half of the 28 academic subject areas. “Just over 94% of the words in the AWL occur in 20 or more subject areas. This principle ensures that the words in the AWL are useful for all learners, no matter what their area of study or what combination of subjects they take at tertiary level.”
  • “The AWL families had to occur over 100 times in the 3,500,000 word Academic Corpus in order to be considered for inclusion in the list. This principle ensures that the words will be met a reasonable number of times in academic texts.” The academic corpus refers to a computer-generated list of most-frequently occurring academic words.
  • “The AWL families had to occur a minimum of 10 times in each faculty of the Academic Corpus to be considered for inclusion in the list. This principle ensures that the vocabulary is useful for all learners.”

Words Excluded From the Academic Word List

  • “Words occurring in the first 2,000 words of English.”
  • “Narrow range words. Words which occurred in fewer than 4 faculty sections of the Academic Corpus or which occurred in fewer than 15 of the 28 subject areas of the Academic Corpus were excluded because they had narrow range. Technical or specialist words often have narrow range and were excluded on this basis.”
  • “Proper nouns. The names of places, people, countries, for example, New Zealand, Jim Bolger and Wellington were excluded from the list.”
  • “Latin forms. Some of the most common Latin forms in the Academic Corpus were et al, etc, ie, and ibid.” http://www.victoria.ac.nz/lals/resources/academicwordlist/information

What’s the best way to teach the Academic Word List? The author’s grades 4, 5, 6,7 and 8 Common Core Vocabulary Toolkits  use the Frayer model four

Common Core Vocabulary Toolkit Grades 4, 5, 6, 7 and 8

Common Core Vocabulary Toolkits

square (definition, synonym, antonym, and example-characteristic-picture) method to learn these words in-depth.

Wouldn’t it be great if we had an instructional scope and sequence of the Academic Word List by grade level? In other words, a 4th Grade Academic Word List, a 5th Grade Academic Word List, a 6th Grade Academic Word List. a 7th Grade Academic Word List, and an 8th Grade Academic Word List? We’ve got it and it’s your FREE download!

Get the Academic Word Lists FREE Resource:

Would you like to check out our CCSS-aligned vocabulary worksheets from the Common Core Vocabulary Toolkits ?

Here are FREE samples of vocabulary worksheets from this comprehensive program–ready to teach in your class today. Each resource includes directions, four grade-specific vocabulary worksheets, worksheet answers, vocabulary study cards, and a short unit test with answers.

Get the Grade 4 Vocabulary Worksheets FREE Resource:

Get the Grade 5 Vocabulary Worksheets FREE Resource:

Get the Grade 6 Vocabulary Worksheets FREE Resource:

Get the Grade 7 Vocabulary Worksheets FREE Resource:

Get the Grade 8 Vocabulary Worksheets FREE Resource:

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Mechanics Quiz for Teachers

Mechanics Quiz for ELA Teachers

Mechanics Quiz for Teachers

See how much you know about mechanics (commas, capitalization, quotation marks, colons, apostrophes, semicolons, punctuation, etc.) by taking the 10 Question Mechanics Quiz for Teachers. Don’t worry; I’ll dispense with the usual “If you score 9 or 10 out of 10, you are…” Let’s keep things fun! Take out a pen and some scratch paper. Number from 1‒10.

I selected quiz items from the grades 4‒8 Common Core Anchor Standards for Language.

CCSS.ELA-LITERACY.L.7.2

Common Core Language Strand Standards

Common Core Anchor Standards for Language

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Note: The Common Core authors call these components language conventions (along with Standard 1 grammar). Helpful links follow each question if you want to learn explore the grammatical topics.

The answers to the multiple-choice questions follow my promotional materials to ensure that you glance at my grammar and mechanics programs. Okay, so you’re probably not going to get all of these answers correct. I’m sure it’s just the way I’ve phrased the questions and/or answers. I would be happy to explain any of the distractors. Comments are welcomed (not welcome).

Mechanics Quiz for Teachers

1. According to the serial (Oxford) comma rule, which sentence is incorrectly punctuated?

A. Rafael, Louis and Tom met Luisa and Pablo at the coffee shop.

B. Choose the desk, table, or the huge, ugly chair for your apartment.

C. The bright morning sky, cool breeze, and warm company improved my mood.

D. I like most breeds of small dogs, but prefer cats, birds, and hamsters as pets.

https://blog.penningtonpublishing.com/grammar_mechanics/the-serial-oxford-comma-for-the-want-of-a-nail/

2. According to compound sentence comma rules, which sentence is correctly punctuated?

A. Do you want donuts, or would you prefer scones?

B. Although frequently attacked by her critics, Alyssa continued to press for change.

C. I met Allen and we biked through the park.

D. The teacher was available from noon until three yet neither Jesse, nor Holly, wanted help.

http://grammartips.homestead.com/compoundsentences.html

3. According to introductory phrase comma rules, which sentence is incorrectly punctuated?

A. Through snow and sleet the postal carrier slogged the mail to our houses.

B. Compared to Mike, Huang, and Emily, the other students were quite prepared.

C. Tall and tan, the young man bore a striking resemblance to the actor.

D. Under my bed, I hid my baseball card collection.

https://owl.english.purdue.edu/owl/resource/607/03/

4. According to dependent (subordinate) clause comma rules, which sentence is correctly punctuated?

A. Whichever you choose, is fine with me.  B. Since you left, he has never been the same though he has received constant care.

C. I still received excellent service in spite of the delays.  D. Even though, she was ready on time, Suzanne still missed the appointment.

https://www.khanacademy.org/humanities/grammar/punctuation-the-comma-and-the-apostrophe/commas-in-space-and-time/v/commas-and-introductory-elements-the-comma-punctuation-khan-academy

5. According to proper noun capitalization rules, which sentence is incorrectly punctuated?

A. Marvin “The Shark” Bentley had been brought up on racketeering charges by the District Attorney.

B. He was interrogated by the Federal Bureau of Investigation twice during the Cold War.

C. The U.S. Constitution specifies “High Crimes And Misdemeanors” as grounds for impeachment in Article 1, Section 2, Clause 5.

D. I saw the President of the United States speak at the Capitol on the Fourth of July.

https://www.quickanddirtytips.com/education/grammar/capitalizing-proper-nouns

6. According to abbreviation and acronym rules, which sentence is correctly punctuated?

A. David has worked outside of the U.S. in many foreign countries, but he now works for NASA.

B. Ms. Jennifer Jenkins, MD, went AWOL from Dr. Master’s practice.

C. Ikeda awoke to the screaming alarm at 6:00 A.M.

D. She earned her MA in Curriculum Development at U.C.L.A.

https://dictionary.cambridge.org/grammar/british-grammar/about-words-clauses-and-sentences/abbreviations-initials-and-acronyms

7. According to quotation rules, which sentence is incorrectly punctuated?

A. I want to read the final chapter, “Return of the King,” before I go to sleep.

B. In The Declaration of Independence, did Jefferson say “…all men are created equal?”

C. He asked, “What did Dr. King mean in the ‘I Have a Dream’ speech by the phrase ‘free at last’?”

D. “Blowin’ in the Wind” was released on the 1963 album, Freewillin’ Bob Dylan.

https://blog.penningtonpublishing.com/grammar_mechanics/22-quotation-mark-rules/ 

8. According to apostrophe rules, which sentence is correctly punctuated?

A. The wives’ dinner at the Jones’ place, followed by dessert at the Martins, showed off the women’s best recipes.

B. Bob and Jolene’s recipe was more popular than her’s.

C. Ethan and Mary’s reactions to the business proposal were quite different.

D. Charles’ books were found on the bookshelves at the Sanchez’s.

https://owl.english.purdue.edu/owl/resource/621/01

9. According to semicolon rules, which sentence is incorrectly punctuated?

A. All their work was wasted; the fund was depleted; and they had no future prospects.

B. Desmond asked for more than his fair share; Mark wondered why the paint would not dry.

C. She did absolutely none of the work; I did it all.

D. Dexter spent time in Chico and Redding in Northern California; El Cajon and San Diego in Southern California; and Visalia and Merced in Central California.

http://www.grammar-monster.com/lessons/semicolons_in_lists.htm 

10. According to colon rules, which sentence is correctly punctuated?

A. His list of accomplishments include: a marathon time of 4:25:34, a key to the city, and a blue ribbon at the Alabama State Fair.

B. I loved listening to “The Great Adventure: landing on the Moon” on my new phone.

C. The politician outlined three goals: A tax on steel imports, a single-payer health care system, and a higher minimum wage.

D. A whale is not a fish: nor is it a crustacean.

https://www.grammarly.com/blog/colon-2/ 

Want to take the 10 Question Grammar Quiz for Teachers? Check it out after you self-correct your mechanics quiz.

Answers: 1. A    2. D    3. D    4. C    5. A    6. A    7. B    8. A    9. B    10. C

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Teaching Grammar and Mechanics for Grades 4-High School

Teaching Grammar and Mechanics Grades 4, 5, 6, 7, 8, and High School Programs

I’m Mark Pennington, author of the full-year interactive grammar notebooks,  grammar literacy centers, and the traditional grade-level 4, 5, 6, 7, 8 and high school Teaching Grammar and Mechanics programs. Teaching Grammar and Mechanics includes 56 (64 for high school) interactive language conventions lessons,  designed for twice-per-week direct instruction in the grade-level grammar, usage, and mechanics standards. The scripted lessons (perfect for the grammatically-challenged teacher) are formatted for classroom display. Standards review, definitions and examples, practice and error analysis, simple sentence diagrams, mentor texts with writing applications, and formative assessments are woven into every 25-minute lesson. The program also includes the Diagnostic Grammar, Usage, and Mechanics Assessments with corresponding worksheets to help students catch up, while they keep up with grade-level, standards-aligned instruction.

Grammar, Mechanics, Spelling, and Vocabulary

Grammar, Mechanics, Spelling, and Vocabulary Grades 4, 5, 6, 7, 8 Programs

Or why not get the value-priced Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 BUNDLES? These grade-level programs include both teacher’s guide and student workbooks and are designed to help you teach all the Common Core Anchor Standards for Language. In addition to the Teaching Grammar and Mechanics program, each BUNDLE provides weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of the grammar, mechanics, and vocabulary components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment.

Check out the brief introductory video and enter DISCOUNT CODE 3716 at check-out for 10% off this value-priced program. We do sell print versions of the teacher’s guide and student workbooks. Contact mark@penningtonpublishing.com for pricing. Read what teachers are saying about this comprehensive program:

The most comprehensive and easy to teach grammar, mechanics, spelling, and vocabulary program. I’m teaching all of the grade-level standards and remediating previous grade-level standards. The no-prep and minimal correction design of this program really respects a teacher’s time. At last, I’m teaching an integrated program–not a hodgepodge collection of DOL grammar, spelling and vocabulary lists, and assorted worksheets. I see measurable progress with both my grade-level and intervention students. BTW… I love the scripted lessons!

─Julie Villenueve

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

Get the Diagnostic Grammar and Usage Assessment FREE Resource:

Get the Diagnostic Mechanics Assessment FREE Resource:

Grammar/Mechanics, Spelling/Vocabulary, Study Skills, Writing , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Mechanics Scope and Sequence

GRAMMAR PROGRAMS from Pennington Publishing

Pennington Publishing GRAMMAR PROGRAMS

We may not all agree on using the Oxford (serial) comma. Some favor oranges, apples, and peaches. Others favor oranges, apples and peaches. English teachers tend to prefer the former, but journalists seem hooked on the latter. We also may not agree on the place of mechanics* instruction within ELA instruction. Some favor direct instruction of these skills. Others favor editing groups and mini lessons to handle the instructional chore. I personally lean toward the former with additional “catch up” individualization through research-based worksheets targeted to diagnostic assessments. Of course, I do use peer editing before turning in published works.

*When most teachers refer to mechanics we mean the technical components of composition: punctuation, capitalization, and abbreviations. Some will also include spelling, usage, and organization in this terminology. The Common Core authors use the umbrella term language conventions.

However, most all teachers support teaching some form of simple to complex instructional order in teaching mechanics. For example, students need to be able to define, identify, and apply simple abbreviations (Mr.) before learning acronyms (UNICEF) and initialisms (FBI). In other words, the simple academic language and mechanics instruction should precede the more complex. We have supportive (and recent–as of January 2016) educational research to validate this instructional order:

Here’s the research to support simple to complex instructional order…

In a January 2016 article, the American Psychological Association published a helpful article titled Practice for Knowledge Acquisition (Not Drill and Kill) in which researchers summarize how instructional practice should be ordered: “Deliberate practice involves attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills… (Campitelli & Gobet, 2011).”

Of course, mechanics instruction (like grammar and usage instruction) is certainly recursive. Once the simple is taught to “mastery” and the complex is introduced, the simple is always re-taught and practiced in other instructional contexts. For example, proper noun capitalization will be re-introduced in every grade, every year. Sigh… The Common Core authors agree.

The Common Core Standards present a simple to complex instructional scope and sequence in the Language Strand Standards

However, grade-level Language Strand Standards do not include a comprehensive mechanics scope and sequence. A few examples from the L.2 Standards prove this out. Again, check out the simple to complex instructional order for the capitalization Standards.

The Conventions of Standard English (Standard 2) requires students to “Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.”

CCSS.ELA-LITERACY.L.K.2.A
Capitalize the first word in a sentence and the pronoun I

CCSS.ELA-LITERACY.L.1.2.A
Capitalize dates and names of people.

CCSS.ELA-LITERACY.L.2.2.A
Capitalize holidays, product names, and geographic names.

CCSS.ELA-LITERACY.L.3.2.A
Capitalize appropriate words in titles.

CCSS.ELA-LITERACY.L.4.2.A
Use correct capitalization.

The Language Strand Standards provide no capitalization Standards beyond grade 4. Again, the Common Core authors certainly advocate review.

So, to summarize… Both educational research and the authors of the Common Core State Standards validate a simple to more complex mechanics sequence of instruction.

How Should This Affect My Mechanics Instruction?

  1. The simple to complex instructional order is clearly not conducive to the more eclectic and hodgepodge DOL or DLR (Daily Oral Language or Daily Language Review) instruction without major revamping of either program. 
  2. A grammar, usage, and mechanics program with a comprehensive instructional scope and sequence, aligned to the Common Core Language Standards, College and Career Readiness Anchor Standards, and/or State Standards provides a well-defined instructional order.
  3. Site levels (and districts) need to plan a comprehensive year-to-year scope and sequence for mechanics instruction. The Common Core State Standards provide bare bones exemplars or benchmarks, but educators need to fill in the blanks. Just because acronyms are not mentioned in the Standards doesn’t mean that we aren’t supposed to teach them.

A Model Grades 4-8 Mechanics Scope and Sequence

Download Grades 4-8 Mechanics Scope and Sequence tied to the author’s comprehensive grades 4-8 Anchor Standards for Language programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Spelling Scope and Sequence, and Vocabulary Scope and Sequence.

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

Teaching Grammar and Mechanics for Grades 4-High School

Teaching Grammar and Mechanics Grades 4, 5, 6, 7, 8, and High School Programs

I’m Mark Pennington, author of the full-year interactive grammar notebooks,  grammar literacy centers, and the traditional grade-level 4, 5, 6, 7, 8 and high school Teaching Grammar and Mechanics programs. Teaching Grammar and Mechanics includes 56 (64 for high school) interactive language conventions lessons,  designed for twice-per-week direct instruction in the grade-level grammar, usage, and mechanics standards. The scripted lessons (perfect for the grammatically-challenged teacher) are formatted for classroom display. Standards review, definitions and examples, practice and error analysis, simple sentence diagrams, mentor texts with writing applications, and formative assessments are woven into every 25-minute lesson. The program also includes the Diagnostic Grammar, Usage, and Mechanics Assessments with corresponding worksheets to help students catch up, while they keep up with grade-level, standards-aligned instruction.

Grammar, Mechanics, Spelling, and Vocabulary

Grammar, Mechanics, Spelling, and Vocabulary Grades 4, 5, 6, 7, 8 Programs

Or why not get the value-priced Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 BUNDLES? These grade-level programs include both teacher’s guide and student workbooks and are designed to help you teach all the Common Core Anchor Standards for Language. In addition to the Teaching Grammar and Mechanics program, each BUNDLE provides weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of the grammar, mechanics, and vocabulary components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment.

Check out the brief introductory video and enter DISCOUNT CODE 3716 at check-out for 10% off this value-priced program. We do sell print versions of the teacher’s guide and student workbooks. Contact mark@penningtonpublishing.com for pricing. Read what teachers are saying about this comprehensive program:

The most comprehensive and easy to teach grammar, mechanics, spelling, and vocabulary program. I’m teaching all of the grade-level standards and remediating previous grade-level standards. The no-prep and minimal correction design of this program really respects a teacher’s time. At last, I’m teaching an integrated program–not a hodge-podge collection of DOL grammar, spelling and vocabulary lists, and assorted worksheets. I see measurable progress with both my grade-level and intervention students. BTW… I love the scripted lessons!

─Julie Villenueve

Grammar/Mechanics, Study Skills, Writing , , , , , , , , , , , , , , , , , , , , , , , ,

Grammar Scope and Sequence

Grammar Programs

Grade Level Grammar

Although the grammar debate* continues between 1. Those who favor part to whole (indirect, implicit, inductive) instruction and 2. Those who prefer whole to part (direct, explicit, deductive) instruction, both sides would generally agree that students should be able to define, identify, and use some things before other things. In other words, the simple academic language and grammatical instruction should precede the more complex. We have solid (and recent–January 2016) educational research to support this instructional sequence of instruction:

*When most teachers refer to grammar we mean the structure of the sentence, the components of the sentence, word choice, the order of words, parts of speech, and usage. Some will also include punctuation, capitalization and even spelling in this terminology. The Common Core authors use the umbrella term language conventions.

Here’s the research to back up these instructional assumptions…

In a January 2016 article, the American Psychological Association published a helpful article titled Practice for Knowledge Acquisition (Not Drill and Kill) in which researchers summarize how instructional practice should be ordered: “Deliberate practice involves attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills… (Campitelli & Gobet, 2011).”

This is not to say that effective grammatical instruction is not recursive. It is and the writers of the Common Core certainly agree.

The Common Core authors also support a simple to complex instructional scope and sequence in the Anchor Standards for Language

However, neither the grade-level Standards, nor the Progressive Skills Review, provide a comprehensive grammar scope and sequence. A few examples from the L.1 Standards should suffice to prove these points. Again, notice the simple to complex pattern.

The Conventions of Standard English (Standard 1) requires students to “Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.”

CCSS.ELA-LITERACY.L.1.1.F
Use frequently occurring adjectives.

CCSS.ELA-LITERACY.L.2.1.E
Use adjectives and adverbs, and choose between them depending on what is to be modified.

CCSS.ELA-LITERACY.L.3.1.A
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

CCSS.ELA-LITERACY.L.4.1.D
Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Grades 5, 6, and 8 have no specific adjective Standards. Obviously, Grade 5 teachers would review the Grades 1-4 adjective Standards. Common sense is not thrown to the wind by the Common Core authors. 

CCSS.ELA-LITERACY.L.7.2.A
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

CCSS.ELA-LITERACY.L.9-10.1.B
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

So, to summarize… Both educational research and the authors of the Common Core State Standards validate a simple to more complex grammar sequence of instruction.

Instructional Implications

  1. Even a cursory glance at the recent research and the Language Strand and Progressive Skills Review Standards should convince teachers using DOL/DLR (Daily Oral Language / Daily Language Review) and  Writers (Writing) Workshop that an order of grammar instruction makes some sense and so re-ordering the instructional sequence of the former openers/bell ringer activities and the mini-lessons of the latter makes sense. 
  2. Selecting a grammar program with a comprehensive instructional scope and sequence, aligned to the Common Core Language Standards, College and Career Readiness Anchor Standards, and/or State Standards makes a lot of sense. 
  3. Defining a specific year-to-year instructional scope and sequence (the Common Core Standards are far too generic) with colleagues provides a game plan and also defines the content for assessment. It makes sense to establish a set of skills and expectations to be mastered at each grade level.

A Model Grammar Instructional Scope and Sequence

Why reinvent the wheel? Download the Diagnostic Grammar and Usage Assessment and the Grades 4-8 Grammar, Usage, and Mechanics Instructional Scope and Sequence tied to the author’s comprehensive grades 4-8 Common Core Anchor Standards for Language programs. Teachers and district personnel are authorized to print and share this helpful planning tool, with proper credit and/or citation. Also check out my articles on Mechanics Scope and Sequence, Spelling Scope and Sequence, and Vocabulary Scope and Sequence.

*****

Teaching Grammar and Mechanics for Grades 4-High School

Teaching Grammar and Mechanics Grades 4, 5, 6, 7, 8, and High School Programs

I’m Mark Pennington, author of the full-year interactive grammar notebooks,  grammar literacy centers, and the traditional grade-level 4, 5, 6, 7, 8 and high school Teaching Grammar and Mechanics programs. Teaching Grammar and Mechanics includes 56 (64 for high school) interactive language conventions lessons,  designed for twice-per-week direct instruction in the grade-level grammar, usage, and mechanics standards. The scripted lessons (perfect for the grammatically-challenged teacher) are formatted for classroom display. Standards review, definitions and examples, practice and error analysis, simple sentence diagrams, mentor texts with writing applications, and formative assessments are woven into every 25-minute lesson. The program also includes the Diagnostic Grammar, Usage, and Mechanics Assessments with corresponding worksheets to help students catch up, while they keep up with grade-level, standards-aligned instruction.

Grammar, Mechanics, Spelling, and Vocabulary

Grammar, Mechanics, Spelling, and Vocabulary Grades 4, 5, 6, 7, 8 Programs

Or why not get the value-priced Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 BUNDLES? These grade-level programs include both teacher’s guide and student workbooks and are designed to help you teach all the Common Core Anchor Standards for Language. In addition to the Teaching Grammar and Mechanics program, each BUNDLE provides weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of the grammar, mechanics, and vocabulary components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment.

Check out the brief introductory video and enter DISCOUNT CODE 3716 at check-out for 10% off this value-priced program. We do sell print versions of the teacher’s guide and student workbooks. Contact mark@penningtonpublishing.com for pricing. Read what teachers are saying about this comprehensive program:

The most comprehensive and easy to teach grammar, mechanics, spelling, and vocabulary program. I’m teaching all of the grade-level standards and remediating previous grade-level standards. The no-prep and minimal correction design of this program really respects a teacher’s time. At last, I’m teaching an integrated program–not a hodge-podge collection of DOL grammar, spelling and vocabulary lists, and assorted worksheets. I see measurable progress with both my grade-level and intervention students. BTW… I love the scripted lessons!

─Julie Villenueve

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

Get the Diagnostic Grammar and Usage Assessment FREE Resource:

Grammar/Mechanics, Literacy Centers, Writing , , , , , , , , , , , , , , , , , , ,

Teaching Grammar and Mechanics

Teaching Grammar and Mechanics for Grades 4-High School

Teaching Grammar and Mechanics Grades 4, 5, 6, 7, 8, and High School Programs

Teaching Grammar and Mechanics is the comprehensive grade-level (4, 5, 6, 7, 8, and high school) curriculum that helps teachers significantly improve student writing and test scores through both explicit, systematic instruction and individualized practice. Completely aligned to the Common Core Anchor Standards for Language, this full-year interactive program provides all the resources teachers need to be the best grammar teacher on campus.

Here’s what teachers are saying about the full-year Teaching Grammar and Mechanics Grades 4, 5, 6, 7, 8, and high school programs:

“The most comprehensive and easy to teach grammar and mechanics program. It’s got everything! I’m teaching each grade-level Standard in the Language Strand and students are filling in the gaps from previous grade level Standards. This program is written by teachers for teachers and their students. You can tell. Takes no prep and hardly any correction. Both veteran teachers like me and new ELA teachers will really appreciate the scripted grammar lessons.”

Robin Moore

Program Description

Grammar, Usage, and Mechanics (CCSS L.1,2,3) Lessons and Unit Tests

Each of the grades 4, 5, 6, 7, and 8 Teaching Grammar and Mechanics programs provides 56 (64 for high school) interactive language conventions lessons, designed for twice-per-week direct instruction in the grade-level grammar, usage, and mechanics standards. The scripted lessons (perfect for the grammatically-challenged teacher) are formatted for classroom projection. Standards review, definitions and examples, practice and error analysis, simple sentence diagrams, mentor texts with writing applications, and formative assessments are woven into every 25-minute lesson.

Students annotate the full text of the lesson on accompanying student worksheets (included in the program). The worksheets include a practice section, a simple sentence diagram, a mentor text which applies the grammatical lesson focus, and a brief writing application. Students complete two sentence dictation formative assessments and then self-correct from the projected display.

Biweekly grammar, usage, and mechanics unit tests require students to define, identify, and apply their knowledge of these Language Standards in the writing context.

Individualized Assessment-based Instruction

Teaching Grammar and Mechanics also includes all resources for teachers to meet the diverse instructional needs of individual students. Perfect for English-language learners, special education, and students who need extra help! The program provides diagnostic grammar and mechanics assessments to determine the specific remedial needs of your students. The assessments are administered whole-class and mastery recording matrices allow the teacher to organize instructional materials and to monitor the progress of individual students at a glance.

Teachers individualize instruction according to the results of the diagnostic assessments with targeted grammar, usage, and mechanics worksheets. Each worksheet includes definitions, examples, writing hints, and a practice section. Students self-correct each worksheet to learn from their mistakes and then and complete a short formative assessment. The teacher corrects the formative assessment to determine mastery.

Teacher Prep and Training

This program is user-friendly! Simply print and distribute one student worksheet for each lesson and the remedial grammar, usage, and mechanics worksheets needed for individualized instruction. Absolutely no prep is needed for the scripted lessons. All answers are provided. YouTube training videos are provided for each instructional component to ensure teaching success.

Preview the Teaching Grammar and Mechanics Grade 4 program HERE.

Preview the Teaching Grammar and Mechanics Grade 5 program HERE.

Preview the Teaching Grammar and Mechanics Grade 6 program HERE.

Preview the Teaching Grammar and Mechanics Grade 7 program HERE.

Preview the Teaching Grammar and Mechanics Grade 8 program HERE.

The Teaching Grammar and Mechanics program is one instructional component of the Grammar, Mechanics, Spelling, and Vocabulary Grades 4, 5, 6, 7, and 8 BUNDLES, which also include these full-year programs: Writing Openers Language ApplicationDifferentiated Spelling Instruction, and the Common Core Vocabulary Toolkit. These BUNDLES were designed and classroom-tested as seamless grade-level programs to help your students master each of the Common Core Language Strand Standards. The BUNDLES also provide many additional instructional resources and at a much better value than the purchase of the separate program components. Why not integrate your grammar, mechanics, spelling, and vocabulary instruction?

Want to Try before You Buy?

Teaching Grammar and Mechanics Grades 4, 5, 6, 7, 8, and High School

Teaching Grammar and Mechanics

Download, print, and test-drive the entire first month of the Teaching Grammar and Mechanics Programs.

Click HERE for Grade 4.

Click HERE for Grade 5.

Click HERE for Grade 6.

Click HERE for Grade 7.

Click HERE for Grade 8.

We are confident that once you test-drive Teaching Grammar and Mechanics , you’re going to buy the full-year program. Enter discount code 3716 at check-out and save 10%.

Grammar/Mechanics , , , , ,

How to Teach Grammar

Why Don't We Teach Grammar?

Why We Don’t Teach Grammar

Within the field of English-language arts, there is probably no more contentious curricular issue than that of how to teach grammar. The “Reading Wars” and “Writing Wars” get all the press, but teachers are much more unified in their teaching philosophy and instructional practice in those areas, than they are with respect to “The Great Grammar Debate.”

Even those who have decried the direct instruction of grammar believe that the subject needs to be learned.

Some say grammar is best learned through reading. Dr.  Stephen Krashen finds that students learn grammar, usage, mechanics, spelling, and vocabulary most efficiently through free voluntary reading. However, Dr. Krashen does see the value of teaching some usage issues and grammatical terminology, especially at the high school level. And he advocates teaching students how to use language resources, such as language handbooks, to correct errors and improve writing style.

Some say grammar is best learned through writing. Even those who still trot out forty-year-old research studies to argue that explicit, direct instruction in grammar has no statistically significant effect on writing maturity such as the National Council of Teachers of English, the National Writing Project, Six Traits, or the Writers Workshop folks trot out their own grammar mini-lessons to fill the gaps when students have egregious errors in the editing state of process papers. I have previously written about why teachers avoid teaching grammar, but plan to boldly advocate how to teach grammar in this article. However, some consensus-building is necessary before I do so.

Definitions

Grammar has come to mean a catch-all term that refers to everything English teachers would prefer to avoid teaching. Essentially, grammar includes the part of a sentence, the function of these parts (such as the parts of speech), the arrangement of words with the sentence, word choice, punctuation, and capitalization. Grammar is the study of how our language is used and how it can be manipulated to achieve meaning.

Most of us would agree with these… 21 Curricular Assumptions

1. Good grammar is important. Whether grammar is chiefly taught or caught is beside the point. When it is simply caught by students, “They dint always catched it very good.” Grammar as it is caught must be complemented by a grammar that is taught.

2. Grammar should, as much as is practical, be integrated with authentic writing instruction. Students learn best when instruction is perceived and practiced as being relevant to their needs.

3. Not all students have the same grammatical skill-set. Simply teaching grade-level standards is not enough. We teach content, but we also teach students. We need to both “keep them up” and “catch them up.” It makes sense to develop and administer diagnostic assessments to determine who does and does not need extra instruction and in what skill areas. Yes, we need to differentiate our grammar instruction.

4. Both part to whole and whole to part instruction will work. We learn grammar from writing, but we also learn writing from grammar.

5. Grammatical instruction is necessarily “recursive.” Students need both the review and the new. Solid foundations require maintenance as much as does any new construction. You know the teacher(s) before you taught those parts of speech, even though some of your students still don’t know them. I’ll let the writers of the Common Core State Standards make these points regarding the recursive nature of instruction in grammar and usage:

“Grammar and usage development in children and in adults rarely follows a linear path.”

“Native speakers and language learners often begin making new errors and seem to lose their mastery of particular grammatical structures or print conventions as they learn new, more complex grammatical structures or new usages of English.”

(Bardovi-Harlig, 2000; Bartholomae, 1980; DeVilliers & DeVilliers, 1973; Shaughnessy, 1979).

“These errors are often signs of language development as learners synthesize new grammatical and usage knowledge with their current knowledge. Thus, students will often need to return to the same grammar topic in greater complexity as they move through K–12 schooling and as they increase the range and complexity of the texts and communicative contexts in which they read and write.”

“The Standards account for the recursive, ongoing nature of grammatical knowledge in two ways. First, the Standards return to certain important language topics in higher grades at greater levels of sophistication… Second, the Standards identify with an asterisk (*) certain skills and understandings that students are to be introduced to in basic ways at lower grades but that are likely in need of being retaught and relearned in subsequent grades as students’ writing and speaking matures and grows more complex.”

http://www.corestandards.org/assets/Appendix_A.pdf

6. Layered, sequenced instruction makes sense. An establish scope and sequence makes more sense than a “shotgun” approach. Students need to understand the function of an adverb before they can write adverbial clauses. Check out the instructional scope and sequence from the author’s Grammar, Mechanics, Spelling, and Vocabulary program.

7. Teaching grammar is more than test prep. In fact, too much of most teachers’ grammar instruction (not you, of course) is testing, rather than teaching. However, we live in the real world. Consider the timing of your standardized test when planning your instructional scope and sequence.

8. Grammatical instruction is more than just error analysis or correction. Grammar and mechanics instruction cannot exclusively be relegated to end of writing process as mere editing skills. Jeff Anderson, author of Everyday Editing, calls such activities “error-filled fix-a-thons.” Most of us who have tried Daily Oral Language or Daily Language Review would agree that this hodgepodge instructional approach does not transfer to student speaking or writing.

9. The fancy names for grammatical constructions are less important than knowing how to use these constructions in one’s own writing. However, memorization of the key terminology and definitions of grammar provides a common language of instruction. Of course, use of the verbage needs to be age appropriate. A fourth-grade teacher should be able to say, “Notice how the author’s use of the adverb at the start of the verse helps us see how the old woman walks.” A high school teacher should be able to say, “Notice how the author’s use of the past perfect progressive indicates a continuous action completed at some time in the past.”

10. Analyzing both good and bad writing is instructive. Sentence modeling and error analysis in the context of real writing, both by published authors and your own students, can work hand-in-hand to provide inspiration and perspiration.

11. Writers manipulate grammar in different ways and at different points of the writing process. Sentence variety is a component of mature writing. Check out these grammatical sentence openers.

12. One’s knowledge and experience with grammar helps shape one’s writing style and voice.

13. Degree of oral proficiency in grammar impacts writing ability.

14. Direct instruction is not enough—coaching is necessary to teach students how to write. The “sage on the stage” has to be complemented with the “guide on the side.”

15. Identification of grammatical constructions can help students apply these in their own writing, but exclusive practice in identification will not magically translate to correct application. If students can readily identify discrete elements of language, say prepositional phrases, they will more likely be able to replicate and manipulate these grammatical constructions in their own writing. However, students need to practice writing prepositional phrases in the context of real writing to solidify the connection between identification and application.

16.  There are certain grammar rules worth teaching.  If students understand and practice the grammatical rules and their exceptions, they will more likely be able to write with fewer errors. Knowing the rule that a subject case pronoun follows a “to-be” verb will help a student avoid saying or writing “It is me,” instead of the correct construction “It is I.”

17.  Some grammar instruction gets better “bang for the buck” than other. Teaching the most common errors certainly makes sense.

18. The notion that grammar can’t be learned by students with auditory or visual processing disorders or by students with certain learning styles is a myth. While it may be true that students learn language differently, at different rates, and vary in proficiency, there has been no research to show that some students cannot learn grammar.

19. What we say shouldn’t always be the way that we write. Students need to learn to distrust one’s own oral language as a grammatical filter. “Whoever John gives the ring to will complain” sounds correct, but “To whomever John gives the ring, he or she will complain” is correct. Knowing pronoun case and the proper use of prepositions will override the colloquialisms of oral language.

20. English grammar can be learned by second language learners. Some teachers think that students who speak other languages get confused between the primary language and English grammars. The research proves otherwise. Intuitively, many of us have significantly increased our own knowledge of English grammar by taking a foreign language. However, teaching English-language learners requires special consideration.

21. Teaching grammar shouldn’t take up an entire English-language arts course. Most of us would say about 20% or less of our instructional time.

How to Teach Grammar in Four Simple Steps

1. Develop a Plan

Establish a coherent scope and sequence of instruction with your colleagues, including those who precede and those who follow you. Base your plan on your more general state standards, but get as specific as possible. I suggest integrating grammar, usage, mechanics, vocabulary, and spelling instruction into the plan. Include both “review” and “new” layered skills. Here’s a very workable model: the instructional scope and sequence from the author’s Grammar, Mechanics, Spelling, and Vocabulary  grades 4-8 programs.

2. Do Direct Instruction “Sage on the Stage”

The skills detailed in the above instructional scope and sequence can be taught, modeled, practiced, and assessed in 25 minutes, 2 days per week. Daily Oral Language will not get this done. Grammar instruction need not take up a teacher’s entire class.

3. Individualize Instruction “Guide on the Side”

Use an effective diagnostic assessment to identify grammatical and mechanical skills that your students should already know. Chart their deficits and find brief, targeted instruction that students can independently practice. Develop brief formative assessments for each skill. Allocate 15 minutes, 2 days per week, of teacher-student mini-conferences to review their practice and grade their formative assessments, say on Wednesdays and Fridays. Have students keep track of their own mastery of these skills on progress monitoring charts. Re-teach and re-assess skills not-yet-mastered.

4. Do Independent Practice

Require students to practice the grammatical skills introduced in your direct instruction in their writing that very week. For example, if teaching adverbs, on Monday, students can be required to write three adverb sentence openers in the story, letter, essay, or poem they compose on Tuesday.

*****

Teaching Grammar and Mechanics for Grades 4-High School

Teaching Grammar and Mechanics Grades 4, 5, 6, 7, 8, and High School Programs

I’m Mark Pennington, author of the full-year interactive grammar notebooks,  grammar literacy centers, and the traditional grade-level 4, 5, 6, 7, 8 and high school Teaching Grammar and Mechanics programs. Teaching Grammar and Mechanics includes 56 (64 for high school) interactive language conventions lessons,  designed for twice-per-week direct instruction in the grade-level grammar, usage, and mechanics standards. The scripted lessons (perfect for the grammatically-challenged teacher) are formatted for classroom display. Standards review, definitions and examples, practice and error analysis, simple sentence diagrams, mentor texts with writing applications, and formative assessments are woven into every 25-minute lesson. The program also includes the Diagnostic Grammar, Usage, and Mechanics Assessments with corresponding worksheets to help students catch up, while they keep up with grade-level, standards-aligned instruction.

Grammar, Mechanics, Spelling, and Vocabulary

Grammar, Mechanics, Spelling, and Vocabulary Grades 4, 5, 6, 7, 8 Programs

Or why not get the value-priced Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 BUNDLES? These grade-level programs include both teacher’s guide and student workbooks and are designed to help you teach all the Common Core Anchor Standards for Language. In addition to the Teaching Grammar and Mechanics program, each BUNDLE provides weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of the grammar, mechanics, and vocabulary components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment.

Check out the brief introductory video and enter DISCOUNT CODE 3716 at check-out for 10% off this value-priced program. We do sell print versions of the teacher’s guide and student workbooks. Contact mark@penningtonpublishing.com for pricing. Read what teachers are saying about this comprehensive program:

The most comprehensive and easy to teach grammar, mechanics, spelling, and vocabulary program. I’m teaching all of the grade-level standards and remediating previous grade-level standards. The no-prep and minimal correction design of this program really respects a teacher’s time. At last, I’m teaching an integrated program–not a hodge-podge collection of DOL grammar, spelling and vocabulary lists, and assorted worksheets. I see measurable progress with both my grade-level and intervention students. BTW… I love the scripted lessons!

─Julie Villenueve

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

Get the Diagnostic Grammar and Usage Assessment FREE Resource:

Get the Diagnostic Mechanics Assessment FREE Resource:

Grammar/Mechanics, Literacy Centers, Study Skills, Writing , , , , , , , , , , , , , , , ,